MT300 Unit 6 Implementation Seminar Reflection Example

Reviewed by Chester Goodwin, MBA Management of Information Systems Purdue University Global Free custom sample in 24 to 48h

Hershey's July 1999 go-live, and the autumn when Halloween orders failed to ship, anchor this MT300 Unit 6 seminar reflection. The case is kept to four factual sentences drawn from Computerworld's reporting. The reflection then records how the seminar moved from blaming the software to questioning the calendar after a classmate noted the systems later worked, a shift that matches Markus and colleagues' findings on cutover conditions. The instructor's question, who chose July, reframes a launch date as a management decision with a price, supported by Laudon and Laudon's view of implementation as organizational change. Purdue Global MT 300 asks BS in Business Administration students to apply seminar ideas to their own case. The reflection weighs a composite rental company's planned May launch and closes with three questions to ask before any cutover.

CourseMT300 Management of Information Systems
UnitUnit 6
Paper typeImplementation seminar reflection
LengthAbout 790 words, 5 pages double-spaced
FormatAPA 7 student paper
SchoolPurdue University Global
ProgramBS in Business Administration
UpdatedOctober 2026

Free sample paper for MT300 Unit 6

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Who Chose July? An MT300 Unit 6 Seminar Reflection on Hershey's 1999 Go-Live and a Rental Company's Launch Date

[Student Name]

Purdue University Global

MT300: Management of Information Systems

Unit 6 Seminar Reflection

[Instructor Name]

[Date]

The seminar discussion and Larkfield Event Rentals are composite; the Hershey case and sources cited are real.

What this part is doingOpening on the date and the season, rather than the software, previews where the reflection will end up.
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The Case in Four Sentences

In July 1999, Hershey Foods brought new enterprise software for order processing, planning and customer management into use across its operations (Stedman, 1999). In the following months, during the period when retailers stock up for Halloween, orders and shipments failed and some customers did not receive the products they had ordered. The company reported weaker quarterly results and attributed part of the shortfall to the new systems. The software was later stabilized and used successfully.

What the Seminar Did With It

Discussion opened where I expected, on software quality: whether the packages were ready and whether the integration had been tested. Then a classmate pointed out that the same systems eventually ran well, which meant software quality alone could not explain the failure. That left two explanations still standing: timing and testing. Markus et al. (2000), studying firms that adopted enterprise systems, found that problems at go-live often came from the conditions of the cutover, compressed schedules and reduced testing, rather than from the software itself, and the seminar's discussion moved in the same direction.

The Question About July

Our instructor's question changed the discussion: who chose July? Until then, I had treated the go-live date as a fact about the project, like the software's name. The question reframed it as a choice that someone made and could have made differently. Choosing a date just before the busiest season meant that any problem would surface exactly when the company had the least room to absorb it. Laudon and Laudon (2022) describe implementation as an organizational change, not a technical event, and a change scheduled into peak demand carries a price that does not appear in any project budget.

A go-live date is a management decision with a price, and the price is paid in the season you choose.

What this part is doingStating the idea the seminar produced in one sentence shows what the author took from the discussion.
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What Changed in My Thinking

Before the seminar, I would have described a failed launch by looking for the faulty part: a bug, a bad interface, a vendor that overpromised. That approach still has value, but it misses decisions that sit outside the software. The calendar is one of them. Who is trained, how much testing happens and whether the old system stays available are others. Each is a management choice, and each can turn a manageable problem into a crisis. I now think of a go-live as a bet placed on a particular date, and the size of the bet depends on what the business has to do in the weeks that follow.

I also noticed how quickly the room, including me, assumed that a large company with a large budget must have had a technical problem. The classmate's point about the software working later was a small fact, but it removed the easiest explanation and made the harder one visible. It was a reminder that the most useful contribution to a discussion is sometimes a single fact that rules something out, and that I should look for those facts before settling on a story about why something failed.

Larkfield's May, Set Beside It

Larkfield's owner has proposed launching the new rental platform in May. The reasoning is sensible: new seasonal crew are hired in spring anyway, so they could learn the new tablets from their first day rather than learning the paper system and then switching. I take that argument seriously. But Larkfield's season looks a lot like Hershey's, with roughly 70 percent of its events booked from late spring to mid-autumn. A May launch would put newly hired crews on unfamiliar tablets in the busiest weeks, with the office learning a new order system while forty events go out on a Saturday. In the Unit 3 business case, a February launch paid back in seven months and a July launch in ten; May would sit close to July, because the learning period would overlap the peak.

What I Would Ask Before Any Cutover

The seminar changed what I think a project plan has to answer. Before any launch, I would now ask three questions. First, what happens to the first day's orders if the new system is wrong, and is there a way to serve them from the old one? Second, who has the authority to stop the launch, and on what evidence? Third, which season is the company entering, and could the same work be done in a quieter one? For Larkfield, those questions point to February.

What this part is doingEnding on questions the author will carry into later units shows the reflection changed practice, not only opinion.
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References

Laudon, K. C., & Laudon, J. P. (2022). Management information systems: Managing the digital firm (17th ed.). Pearson.

Markus, M. L., Axline, S., Petrie, D., & Tanis, C. (2000). Learning from adopters' experiences with ERP: Problems encountered and success achieved. Journal of Information Technology, 15(4), 245-265. https://doi.org/10.1080/02683960010008944

Stedman, C. (1999, November 1). Failed ERP gamble haunts Hershey. Computerworld.

MT300 Unit 6 instructions, in plain terms

In Unit 6 students reflect on a seminar discussion of a well-known system failure. The reflection should summarize the case briefly and factually, with a citation, and avoid speculation about events no source describes. Most of the length should go to what the discussion produced: how the author's thinking moved, which contributions changed it and why. Instructors expect the main idea from the seminar to be applied to the student's own course case, usually the organization used in earlier units. Classmates and the instructor can be credited by role. The reflection should close with what the author would now do differently or ask in future. First-person writing is expected, and a scholarly source on implementation helps ground the reflection.

How this MT300 Unit 6 example is built

The sample states the Hershey case in four sentences: the systems, the July date, the failed autumn shipments and the weaker results, with the software later stabilized. A paragraph on the seminar records the shift from software quality to timing after a classmate's point, linked to Markus and colleagues. The instructor's question about July drives the next section, ending in the highlighted line that a go-live date is a management decision paid for in the chosen season. A section on changed thinking describes moving from looking for a faulty part to looking at decisions. The owner's case for a May launch is taken seriously and weighed against Larkfield's season. Three questions for any cutover close the reflection.

MT300 Unit 6 rubric: what earns full points

Instructors reading a seminar reflection weigh how deeply the writer thinks, how well the idea lands on the course case and whether the case facts are right. Retelling the case at length is the most common shortfall, since credit rides on what the author made of the discussion. Graders look for a clear account of how thinking changed and what caused the change. The application should use specific figures or facts from the student's own case. Claims about the case should stay within what public sources report. A scholarly source on implementation strengthens the reflection. Closing questions or commitments should follow from the discussion rather than general advice. Writing in the first person, with classmates credited by role, fits the genre and keeps the focus on learning.

MT300 Unit 6 help: mistakes that cost points

Seminar reflections often spend most of their words summarizing the case and very little on the discussion. Another frequent weakness is describing what was said without saying what the author now thinks differently. Some students add dramatic details about the company's internal decisions that no source supports. The application to the course case is commonly a single sentence. Closing lessons are often generic, such as "plan carefully." Before writing, note the moment in the seminar when your view changed and what caused it. Then ask how that idea applies to the organization you have used all term. Those notes and the prompt are what a writer needs to shape the piece around that turning point.

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Did your session discuss a different failure? Say which, share the Unit 6 prompt and rubric, and the reflection we draft applies that case to your own workplace or course company, yours within 24-48h. The first custom sample is free and follows your instructions, including the written version for a live seminar you could not make. The paper above is an original model document written by our desk, not a submitted student paper and not an official Purdue University Global document.

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MT300 Unit 6 questions, answered

Can a seminar reflection cover a case not discussed live?

Where a section offers a written alternative to the live seminar, the reflection answers that alternative's prompt, often on the same case. Otherwise it should record what the discussion actually did. The reflective part is the same either way: what changed in your thinking, why it changed, and how it applies to the organization you have been writing about.

How much of the case should be summarized?

A short paragraph usually suffices, covering the organization, what failed, when and with what effect. The rest belongs to reflection and application. Readers of a reflection already know the case, so a long retelling suggests the author had little else to say, and rubric weight rarely sits in the summary.

Are figures like $100 million accurate enough to cite?

Figures repeated in textbooks and news accounts should be tied to a specific source, with hedging where accounts differ, such as widely reported or about. Avoid adding numbers no source gives. For Hershey, the timing and the scale of missed Halloween orders agree across accounts, and that agreement is what the reflection relies on.

Where can I find a free MT300 Unit 6 sample paper?

The complete MT300 Unit 6 seminar reflection is on this page, applying Hershey's 1999 go-live to a rental company's launch date.

What question drives the MT300 Unit 6 sample?

The instructor's question about who chose July, which reframes a go-live date as a management decision with a cost.